At the European Schools, we recognise that every pupil learns in their own unique way. Throughout their educational journey, some pupils may benefit from additional support, while others may need further challenges to fully develop their abilities.

To ensure that all pupils can access learning effectively, the European Schools foster inclusive, accessible, and flexible learning environments. A variety of teaching approaches and learning materials are used in the classroom to respond to the diverse needs of pupils.

When required, personalised support is provided through appropriate accommodations and support measures tailored to individual needs. These measures aim to help pupils succeed and gradually develop greater independence in their learning.

The European Schools offer different forms and levels of support to ensure that all pupils have equal opportunities to progress. This includes pupils with special educational needs, those who encounter learning difficulties at any stage of their schooling, as well as gifted pupils, enabling each of them to develop and reach their full potential.

1. A Graduated Three-Level Model of Support

• General Support
  Short-term or low-intensity measures provided within the classroom. This includes differentiation, adapted materials, targeted exercises, additional explanations, and small-group work. It is flexible and responsive to emerging needs.
• Moderate Support
  More structured and sustained interventions for pupils whose needs exceed ordinary classroom differentiation. This may include small-group sessions, tailored learning goals, and coordinated monitoring.
• Intensive Support
  Long-term or highly individualised provision for pupils with significant special educational needs. Intensive Support generally requires formal documentation (e.g., medical, psychological, or specialist reports) and is implemented through an individualised support agreement. It may involve specialist teachers, learning support assistants, or adapted assessment arrangements.

This graduated model ensures proportionality: support increases in intensity only when necessary and is regularly reviewed.

2. Inclusion as the Core Principle

We emphase inclusion over segregation. Support measures are designed to:

• Keep pupils in mainstream classrooms whenever possible
• Adapt teaching methods before considering withdrawal
• Provide in-class support where feasible
• Avoid unnecessary separation from peers

Withdrawal from the classroom (for individual or small-group sessions) is used when pedagogically justified, but inclusion remains the default position.

3. Differentiation as the First Response

Classroom differentiation is the foundational strategy. Teachers are expected to:

• Adjust pace and complexity
• Provide alternative explanations or formats
• Offer scaffolding and structured support
• Adapt homework or assessment tasks where appropriate

Educational Support builds on this baseline rather than replacing it. The ES system views differentiation as a universal responsibility of all teachers.

4. Collaborative, Multi-Professional Approach

Educational Support operates through coordinated teamwork involving:

• Class teachers and subject teachers
• Educational Support Coordinators
• Support teachers
• Learning support assistants
• School psychologists
• Parents or guardians

Parents are considered key partners. Regular communication and joint decision-making are part of the support process, particularly for Moderate and Intensive Support.

5. Formal Procedures and Documentation

A structured administrative framework underpins support provision:

• Identification of needs through teacher observation and assessment
• Meetings with parents
• Written support plans (for Moderate and Intensive levels)
• Clear review cycles and progress monitoring
• Compliance with system-wide Board of Governors guidelines

For Intensive Support, formal agreements specify the nature, duration, and objectives of support measures.

6. Flexible and Dynamic Provision

Support is not static.

• Measures are reviewed regularly
• Support can be increased, reduced, or discontinued
• Temporary support may address short-term challenges (e.g., transition periods, illness, adjustment difficulties)
• Long-term support is adapted as the pupil develops

This ensures responsiveness to evolving needs rather than fixed categorisation.

7. Broad Scope of Needs Addressed

Educational Support in our school encompasses:

• Specific learning difficulties
• Cognitive or developmental conditions
• Social or emotional challenges
• Language-related difficulties
• Giftedness (in some cases, through enrichment or challenge measures)

The system recognises that barriers to learning may arise from multiple factors and seeks to provide appropriate adjustments within available resources.

General Support (GS) is the first level of Educational Support provided within the system of the European Schools. It reflects the commitment of the European Schools to inclusive education and aims to ensure that all pupils can access the multilingual and multicultural curriculum. The framework for Educational Support is defined centrally by the Office of the Secretary-General of the European Schools (eursc.eu) and implemented across all European Schools.

What is General Support?

General Support is designed for pupils who experience temporary or minor learning difficulties and require additional help to fully participate in regular classroom activities. These difficulties may arise for a variety of reasons, such as gaps in prior knowledge, adjustment to a new language environment, short-term learning challenges, or the need for additional practice in certain subjects.

The support provided at this level is flexible, short-term, and preventative. Its purpose is to address difficulties early and help pupils regain confidence and independence in their learning.

An Early and Flexible Support Measure

General Support represents the first step in the Educational Support structure of the European Schools. It enables schools to respond quickly and flexibly to emerging learning needs. If a pupil requires more sustained or specialised support, additional measures such as Moderate Support or Intensive Support may be considered.

By addressing learning needs at an early stage, General Support helps pupils develop effective learning strategies and maintain progress within the common curriculum of the European Schools. This approach supports the broader goal of ensuring that all pupils can thrive in the inclusive and multilingual educational environment of the European Schools.

How General Support is Organised

General Support is typically organised within the normal teaching framework and may take different forms depending on the needs of the pupil and the resources of the school. Common approaches include:

• Differentiated teaching within the classroom
• Short-term small-group support sessions
• Targeted help with specific skills or subject areas
• Additional guidance from teachers or educational support staff

In the ES Lux1 General Support takes place in the classroom in the form of team teaching (class teacher and support teacher), and all pupils in a class benefit from this.

What is Moderate Support?

Moderate Support (MS) is one of three levels of Educational Support in the European Schools, alongside General Support and Intensive Support. It is designed for pupils who experience mild learning difficulties or require more targeted assistance to access the curriculum. Typical reasons for Moderate Support may include difficulties with concentration, language barriers, or other factors that make following the standard curriculum challenging.

Moderate Support is considered an extension of General Support, meaning it is provided when more sustained or structured help is needed. While General Support often addresses short-term learning difficulties, Moderate Support usually continues for a longer period and provides more focused intervention.

The aim is to enable pupils to follow the mainstream curriculum as independently as possible while developing effective learning strategies and subject-specific skills. Educational Support lessons supplement regular teaching and normally avoid removing pupils from other lessons unless absolutely necessary.

Moderate Support plays an important role in the inclusive education approach. By providing structured and targeted assistance, it helps ensure that pupils with mild learning difficulties remain fully integrated in the multilingual learning environment and can progress successfully towards the European Baccalaureate.

How Moderate Support is Organised

• Small group sessions or individual support, depending on the pupils’ needs.
• Targeted teaching strategies that complement the regular curriculum.
• Flexible arrangements, which may take place within the classroom or in separate support lessons.
• COI-Classe (Classe Ouvert Inclusive) for EN and FR Section
• Individual Learning Plan (ILP)
• Parental consent required
• Progress reports twice per year

The Inclusive Open Classroom (COI) is an innovative support system introduced at the European School Luxembourg I to better meet the diverse learning needs of primary students from P1 to P5. The COI brings together pupils receiving moderate or intensive educational support in both the French- and English-speaking sections, in small groups guided by a specialist teacher and an assistant.

Students attend COI sessions several times per week while continuing to follow the curriculum in their regular classes. The sessions focus mainly on Language 1, Mathematics, and learning strategies (“learning to learn”), based on the individual needs identified by class teachers.

The COI classroom is designed as a flexible learning environment with adapted materials and different work areas, allowing pupils to work independently or collaboratively in groups of up to ten students. This organisation encourages cooperation, peer support, confidence, and autonomy while providing personalised guidance.

Regular communication between the COI teachers, class teachers, and families ensures that each student follows a personalised learning pathway, documented through Individual Learning Plans (ILPs). Continuous assessment and reflection help students monitor their progress and strengthen their skills.

The first years of implementation has shown positive results, with students making significant progress, developing greater motivation and self-confidence, and benefiting from a supportive and inclusive learning environment.

1. Intensive Support A (ISA)

Purpose: Long-term support for pupils with diagnosed special educational needs.

• Duration: No fixed limit
• Based on multidisciplinary expert report (updated every 4 years)
• Individual or very small group (max. 3 pupils)
• Individual Learning Plan (ILP)
• Support Advisory Group (SAG) meeting
• Intensive Support Agreement signed by Director and parents
• Two progress reports per year

Support may include:

• Support teacher
• Support assistant
• School psychologist
• External therapist (Tripartite Agreement)

ISA can involve:

• Standard curriculum with accommodations
  or
• Adapted curriculum based on an ILP (individual Learning Plan)

2. Intensive Support B (ISB)

Purpose: Short-term exceptional support (max. 2 years)

• For pupils without diagnosis but unable to access curriculum (e.g. language barriers)
• Individual or group
• ILP required
• Agreement signed

3. The Support Advisory Group (SAG)

The SAG:

• Meets officially at least once per year for ISA pupils
• Reviews progress
• Adjusts support measures
• Makes recommendations
• Applies multidisciplinary approach

Members may include:

• Deputy Director (Chair)
• Support Coordinator
• Class Teacher
• Support Teacher
• Psychologist
• Parents
• External experts (if relevant)